Teacher     

Joanne Woods 《College Teaching》2013,61(3)

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Inquiry     

Joanne Woods 《College Teaching》2013,61(3)

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A study in international communication: Eurovision     

Donald K. Pollock  David Lyndon Woods 《广播与电子媒介杂志》2013,57(2):101-117

Of all the efforts to improve international understanding, perhaps the most noteworthy is the expansion of television to the international sphere in the form of Eurovision.  相似文献   

Predictors of course outcomes: early indicators of delay in online classrooms     

Barbara Woods McElroy  Bruce H. Lubich 《Distance Education》2013,34(1):84-96

Studies have long shown that students who begin or submit their work later tend to have negative academic outcomes. The measures of procrastination used in those studies may not have provided information timely enough for instructor intervention. This article focuses on delay in the online environment among graduate students. We propose two new measures of delay that can be disclosed in a timely manner, enabling instructors to help students who are prone to late submissions to succeed. Date of class registration and date of initial class posting are negatively associated with final letter grades. Date of first class posting can serve to alert instructors to those with potential delay problems. The results for date of class registration are less clear.  相似文献   

Stress and anxiety surrounding forthcoming Standard Assessment Tests in English schoolchildren     

Dave W. Putwain  Liz Connors  Kevin Woods  Laura J. Nicholson 《Pastoral Care in Education》2013,31(4):289-302

The Standard Assessment Tests (SATs) taken by pupils in their final year of primary schooling in England have been widely criticised for placing children under too pressure and contributing to an increase in test-related stress and anxiety. In this exploratory study we set out to explore the experiences of forthcoming SATs in a small sample of children using an appraisal model of stress and to reflect on whether these criticisms are justified. Results from focus groups with pupils and interviews with class and head teachers suggested that there was diversity in pupils’ experiences their tests. The pressures associated with SATs did not necessarily lead to negative outcomes and some children described SATs in more positive ways, as challenging rather than threatening. Self-worth judgements played a central role in individual-level appraisal and may also provide a useful link to discourses surrounding the value of academic credentials.  相似文献   

Pappas School: A Response to Homeless Students     

Cyndy J. Woods 《Clearing house (Menasha, Wis.)》2013,86(6):302-304

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Towards a Theory of Aesthetic Learning     

Peter Woods 《Educational studies》1993,19(3):323-338

D.H. Hargreaves's “traumatic theory of aesthetic learning” is reviewed in the light of research on educational events in the areas of creative writing and drama. If the full educational benefits of conversive drama are to be realised, they have to be seen within the context of more gradual cumulation of skills and knowledge. Before the trauma, students are prepared by confidence‐building, having their sensitivities sharpened, abilities encouraged, and acquiring control and power of expression. During and after the trauma there is considerable personal development, students discovering new things about themselves, maturing, and in some cases being transformed. They acquire more of the art of learning, involving skills of both expression and appreciation. There is also notable social development, resulting in the experience of communitas, wherein participants rise above institutional structures and statuses and develop exceptional community spirit. Above all, conversive trauma excites the emotions, at first in uncontrollable ways, but the educational experience involves the individual coming to terms with, and understanding, the disturbance. A theory of aesthetic learning is advanced involving a constructivist teaching style, charismatic personal qualities, naturalistic context, co‐operation, appropriate content, and grounded and open enquiry.  相似文献   

Writing Assessment in Illinois     

Carmen Woods Chapman  Leslie J. Fyans  Jr.  C. Thomas Kerins 《Educational Measurement》1984,3(1):24-26

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“The Golden Calf”: Noted English Actresses in American Vaudeville, 1904–1916     

Leigh Woods 《Journal of American culture (Malden, Mass. : 2003)》1992,15(3):61-71

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Frustrative nonrelief in instrumental escape conditioning     

W. J. Millard  Paul J. Woods 《Learning & behavior》1975,3(1):28-32

The generality of the frustration effect in an aversive stimulus conditioning procedure was examined by training and testing 40 rats in a double cold-waterway escape conditioning apparatus. Experimental and control procedures analogous to appetitive conditioning experiments (e.g., Amsel & Roussel, 1952; Wagner. 1959) indicated that frustrative nonrelief (i.e., reinforcement omission) in the first goal tank yielded significant increments in swimming speed in the second waterway, and that these increments in performance were dependent upon initial training with continuous relief (i.e., reinforcement) in the first goal tank. Extensions of the generality of the frustration effect are discussed.  相似文献